Lesson: Chapter 3: Reading Comprehension Strategy: Using Background Knowledge p. 28
Prewriting/thinking Tools: Mind-mapping tool -Bubblus
- A.3.2 Lesson Plan Deconstruction
Graphic Organizer: Classroom-Library Lesson Plan Deconstruction
Lesson Plan Deconstruction – A.3.2
A graphic organizer differs from a worksheet in several important ways.
Worksheet
Graphic Organizer
One correct response for each question or blank
A diversity of responses can be correct
Formal test-like quality to practice or assess knowledge
Not standardized, more open-ended
Usually does not include teaching (new information)
Can include new information to capitalize on instructional potential
Less flexibility
Greater differentiation and support for ELLs and special education students
Does not always stimulate higher-order thinking skills
More likely to provoke higher-order thinking due to open-endedness of the possible responses
A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC or page 17 in CRCSSSL. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing. Important:
1. Each partner should use a different color font to indicate her/his contributions to this collaborative assignment. Do not use black!
2. Where you see a diamond-shaped bullet (turned into a ‘v” by wikispaces), you will need to provide a response.
3. “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn zero points, except as noted on the checklist.
Reading Comprehension Strategy:Activating or Building Background Knowledge
Instructional Level:Kindergarten
Planning
Reading Comprehension Strategy (RCS)
vName the RCS. Using Background Knowledge
vWhich AASL ONE or TWO indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.
1.1.2 Use prior and background knowledge as context for new learning. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
Reading Development Level - Emerging: Grades K-1
Instructional Strategies - Cues and Questions, Classifying, and Comparing
Review these strategies on page 13 in CS4TRC or page 16 in CRCSSSL.
vWhich of these research-based instructional strategies have you used in your teaching? Name them. Cues and questioning, classifying, and comparing vWhich of these instructional strategies do you need to learn? Name them and describe them. None There are six strategies listed on page 13 in CS4TRC. I am wondering if you believe you could improve in teaching any of these. In my experience, teaching notemaking to young children is especially difficult. In my experience, primary level educators often have a strong need for their students to write complete sentences. In my opinion, writing (and reading) for different purposes is important to teach from the get go. Advance organizers can also be difficult to create expressly for young children. Using non-linguistic representations one strategy for developing these organizers for emerging readers and writers.
Lesson Length - 1 Session (about 45 minutes)
vWhat are your questions about the lesson length? You must have at least one. See page 15 (CS4TRC) or page 17 (CRCSSSL). Is 45 minutes a practical time limit for this assignment or should it be a multiple day assignment? With the organization of instruction (dividing the class in half) and the slightness of the books, the lesson should fit into one class period. However, if bringing the whole class together for a second day is preferable that is easy to do if the library has a flexible schedule (and time was scheduled during planning). Being able to continue the learning rather than waiting a week is one reason why flexible scheduling is a best practice.
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box? ???
Purpose
vHow is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? This lesson is connected to the type of instruction that should take place in the school library, because books are filled with a variety of emotions, from anxiety, excitement, to sadness. So, this lesson would be a great opportunity to teach children about the role of the library in their school. How does the lesson promote the role of the librarian as a coteacher in reading? How does that impact how students view the librarian?
vList at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
Objective
Verb
Level on Bloom’s
Classify ideas about the main character's feelings and experiences on a category matrix.
Classify
Understanding/Comprehension
Identify and record text-to-self comparisons on a Venn diagram.
Identify/Record
Understanding/Comprehension
Use prior knowledge to make text-to-self connection as they respond to literature orally, through art, or in writing.
Use
Applying/Application
I believe "respond" moves this lesson up to the "analyzing" level of Bloom's. They are locating evidence in the text to justify their connections.
Resources, Materials, and Equipment - You were to list these.
Children’s Literature, Young Adult Literature, or Other Resources
Websites
Graphic Organizers (Graphic organizers for both books are on the ALA Editions Web Extras Web site.)
Materials
Equipment
vWhich are the different formats or genres used to support learners? Children's Literature - Fiction/Picture books vWhich technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. Overhead, data projector, or interactive whiteboard
Can you think of ways students might use technology in this lesson? What about a Bubbl.us mind map?
Collaboration
vHow does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. The lesson calls for the teach-librarian to work with half the class while the teacher works with the other half. This brings down the student to teacher ratio, allowing the students to get more one on one attention.
It also allows for comparison educators to show individual responses and demonstrate both linguistic and non-linguistic text-to-self connection responses. This gives children the clear idea that people can respond differently to texts.
Assessment
vAre there multiple methods/tools for educators to student outcomes? If there’s one, name it. If there are multiple, name them.
Student Venn Diagram Rubric - same rubric for both students and educators
vAre there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Yes, there are opportunities for learners to self assess. Based on the AASL self-assessment strategies, the students are using standard 4.4.3—Recognize how to focus efforts in personal learning through text-to-self comparison, think-pair-share, and rubric. Agreed
Standards
Reading and/or writing
Listening and speaking
Other content areas
Information literacy
Educational technology
vWhat content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
Too many for a 45-minute lesson. Which of these are actually being assessed?
TEKS §110.11. English Language Arts and Reading, Kindergarten 4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (B) ask and respond to questions about texts read aloud. (8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe characters in a story and the reasons for their actions. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to:(A) plan a first draft by generating ideas for writing through class discussion; (E) share writing with others. (21) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively by facing speakers and asking questions to clarify information; and (B) follow oral directions that involve a short related sequence of actions. (22) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language. (23) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.
I believe this is too many for one lesson as well. Please see the whole class feedback.
vWhich AASL indicators align with this lesson? Give both the number and the description for each. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.2 Organize knowledge so that it is useful. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 4.4.3—Recognize how to focus efforts in personal learning.
Implementation
Process
Motivation
Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.
vWill this invitation to learn be effective in capturing students’ interest? Why or why not? Yes. The questions asked were based on an experience that all the students would be familiar with "the first day of school." vWhat are your ideas to increase student buy-in to this lesson? Give at least one. This lesson can begin with engaging the children with a song first. For example: "The Wheels on the Bus."
How does this song relate to the learning objectives? "If You're Happy and You Know It" may be more closely related.
Student-friendly Objectives
vAre these objectives at the instructional level of the targeted students? Give an example. Yes these objectives are at instructional level of the targeted students. Objective 1 example: At this level students are able to sort. Objective 2 example: At this level students are able to compare alike and different. Objective 3 example: At this level students are able to express themselves.
vAre there terms in these objectives that may need to be taught to students? Give an example. Yes they need to be taught. Objective 1 example: Classify = sort and category matrix = graphic organizer (would show students what that is) Objective 2 example: Record = write, text-to-self comparison = same & different, Venn diagram (show students diagram) Objective 3 has terms that are age appropriate. Teaching academic language and practicing it in both the classroom and the library is one benefit of classroom-library collaboration for instruction.
Presentation
vDescribe the modeling aspect of this lesson. In one of the presentations each of the educators is modeling a different way to respond to the questioning. One is responding by speaking and writing and the other is responding by speaking and drawing. This gives the students a better perspective of how responses can differ yet still be correct. Educators are also using think-alouds throughout the lesson.
vHow are the benefits of two or more educators maximized in the presentation component? A benefit of having more than one educator presenting is that the students get a diversity of opinions. This shows students a real world application of what it means to be alike and different. And the information you shared above about lowering the student-to-teacher ratio. This is particularly important when teaching a higher order thinking skill such as determining similarities and differences (analysis) using a Venn diagram. See the testimonial at: http://www.storytrail.com/Impact/Chapter_3/main1.htm
Student Participation Procedures - This idea was for you to fill them in here as practice for your own lesson.
or
Student Practice Procedures
vAre the directions clear? Give an example. Yes, the directions and language are clear for student procedure, because it uses age appropriate vocabulary (eg. talk and write). However, we will review the meaning of illustrate prior to the lesson.
Guided Practice
vHow are the benefits of two or more educators maximized in the guided practice component? The benefit of having more than one educator allows the teacher to give more individual attention to students and the instructor can be more actively involved in guiding students. Agreed.
Closure
vAre students active in the closure component? What are students doing for closure? Yes. Students are sharing their work and self-assessing using a rubric.
Agreed.
Reflection
vHow is the reflection component related to the learning objectives? The reflection poses questions that tie back to the lesson's objectives. By having students place themselves in the story, they are able to take on the role of the character and the emotions. Agreed.
Extensions
vWhat are your other ideas for extensions to this lesson? Describe at least one. 1. Students can take a tour of the school. 2. Students write/draw their experiences. (Example they can write/draw about the nurse's office, gym, library, etc.) These ideas are not related to the reading comprehension objective of making text-to-self connections. Extensions should always be related to the original learning objectives.
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
30 Possible Points
Plus Individual Reflection – 20 Possible Points – See the A.3.2 Rubric for details.
A.3.2 - Lesson Plan Deconstruction Page
Collaborators: Teresa. and Dede
Dr. M.
Instructional Level: Kindergarten
Lesson: Chapter 3: Reading Comprehension Strategy: Using Background Knowledge p. 28
Prewriting/thinking Tools: Mind-mapping tool -Bubblus
- A.3.2 Lesson Plan Deconstruction
Graphic Organizer: Classroom-Library Lesson Plan Deconstruction
Lesson Plan Deconstruction – A.3.2
A graphic organizer differs from a worksheet in several important ways.
Important:
1. Each partner should use a different color font to indicate her/his contributions to this collaborative assignment. Do not use black!
2. Where you see a diamond-shaped bullet (turned into a ‘v” by wikispaces), you will need to provide a response.
3. “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn zero points, except as noted on the checklist.
Reading Comprehension Strategy: Activating or Building Background Knowledge
Instructional Level: Kindergarten
Planning
- Reading Comprehension Strategy (RCS)
vName the RCS. Using Background KnowledgevWhich AASL ONE or TWO indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
Review these strategies on page 13 in CS4TRC or page 16 in CRCSSSL.
vWhich of these research-based instructional strategies have you used in your teaching? Name them.
Cues and questioning, classifying, and comparing
vWhich of these instructional strategies do you need to learn? Name them and describe them.
None
There are six strategies listed on page 13 in CS4TRC. I am wondering if you believe you could improve in teaching any of these. In my experience, teaching notemaking to young children is especially difficult. In my experience, primary level educators often have a strong need for their students to write complete sentences. In my opinion, writing (and reading) for different purposes is important to teach from the get go. Advance organizers can also be difficult to create expressly for young children. Using non-linguistic representations one strategy for developing these organizers for emerging readers and writers.
- Lesson Length - 1 Session (about 45 minutes)
vWhat are your questions about the lesson length? You must have at least one. See page 15 (CS4TRC) or page 17 (CRCSSSL).Is 45 minutes a practical time limit for this assignment or should it be a multiple day assignment?
With the organization of instruction (dividing the class in half) and the slightness of the books, the lesson should fit into one class period. However, if bringing the whole class together for a second day is preferable that is easy to do if the library has a flexible schedule (and time was scheduled during planning). Being able to continue the learning rather than waiting a week is one reason why flexible scheduling is a best practice.
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?
???
- Purpose
vHow is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? This lesson is connected to the type of instruction that should take place in the school library, because books are filled with a variety of emotions, from anxiety, excitement, to sadness. So, this lesson would be a great opportunity to teach children about the role of the library in their school.How does the lesson promote the role of the librarian as a coteacher in reading? How does that impact how students view the librarian?
Review Bloom’s Taxonomy: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
vList at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
- Resources, Materials, and Equipment - You were to list these.
Children’s Literature, Young Adult Literature, or Other ResourcesWebsites
Graphic Organizers (Graphic organizers for both books are on the ALA Editions Web Extras Web site.)
Materials
Equipment
vWhich are the different formats or genres used to support learners?
Children's Literature - Fiction/Picture books
vWhich technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.
Overhead, data projector, or interactive whiteboard
Can you think of ways students might use technology in this lesson? What about a Bubbl.us mind map?
vHow does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.
The lesson calls for the teach-librarian to work with half the class while the teacher works with the other half. This brings down the student to teacher ratio, allowing the students to get more one on one attention.
It also allows for comparison educators to show individual responses and demonstrate both linguistic and non-linguistic text-to-self connection responses. This gives children the clear idea that people can respond differently to texts.
vAre there multiple methods/tools for educators to student outcomes? If there’s one, name it. If there are multiple, name them.
Student Venn Diagram
Rubric - same rubric for both students and educators
vAre there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?
Yes, there are opportunities for learners to self assess. Based on the AASL self-assessment strategies, the students are using standard
4.4.3—Recognize how to focus efforts in personal learning through text-to-self comparison, think-pair-share, and rubric.
Agreed
- Standards
Reading and/or writingListening and speaking
Other content areas
Information literacy
Educational technology
vWhat content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
Too many for a 45-minute lesson. Which of these are actually being assessed?
TEKS §110.11. English Language Arts and Reading, Kindergarten
4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (B) ask and respond to questions about texts read aloud.
(8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe characters in a story and the reasons for their actions.
(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to:(A) plan a first draft by generating ideas for writing through class discussion; (E) share writing with others.
(21) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively by facing speakers and asking questions to clarify information; and (B) follow oral directions that involve a short related sequence of actions.
(22) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language.
(23) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.
I believe this is too many for one lesson as well. Please see the whole class feedback.
vWhich AASL indicators align with this lesson? Give both the number and the description for each.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
2.1.2 Organize knowledge so that it is useful.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
4.4.3—Recognize how to focus efforts in personal learning.
Implementation
- Process
MotivationMotivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.
vWill this invitation to learn be effective in capturing students’ interest? Why or why not?
Yes. The questions asked were based on an experience that all the students would be familiar with "the first day of school."
vWhat are your ideas to increase student buy-in to this lesson? Give at least one.
This lesson can begin with engaging the children with a song first. For example: "The Wheels on the Bus."
How does this song relate to the learning objectives? "If You're Happy and You Know It" may be more closely related.
Student-friendly Objectives
vAre these objectives at the instructional level of the targeted students? Give an example.
Yes these objectives are at instructional level of the targeted students.
Objective 1 example: At this level students are able to sort.
Objective 2 example: At this level students are able to compare alike and different.
Objective 3 example: At this level students are able to express themselves.
vAre there terms in these objectives that may need to be taught to students? Give an example.
Yes they need to be taught.
Objective 1 example: Classify = sort and category matrix = graphic organizer (would show students what that is)
Objective 2 example: Record = write, text-to-self comparison = same & different, Venn diagram (show students diagram)
Objective 3 has terms that are age appropriate.
Teaching academic language and practicing it in both the classroom and the library is one benefit of classroom-library collaboration for instruction.
Presentation
vDescribe the modeling aspect of this lesson.
In one of the presentations each of the educators is modeling a different way to respond to the questioning. One is responding by speaking and writing and the other is responding by speaking and drawing. This gives the students a better perspective of how responses can differ yet still be correct.
Educators are also using think-alouds throughout the lesson.
vHow are the benefits of two or more educators maximized in the presentation component?
A benefit of having more than one educator presenting is that the students get a diversity of opinions. This shows students a real world application of what it means to be alike and different.
And the information you shared above about lowering the student-to-teacher ratio. This is particularly important when teaching a higher order thinking skill such as determining similarities and differences (analysis) using a Venn diagram. See the testimonial at:
http://www.storytrail.com/Impact/Chapter_3/main1.htm
Student Participation Procedures - This idea was for you to fill them in here as practice for your own lesson.
or
Student Practice Procedures
vAre the directions clear? Give an example.
Yes, the directions and language are clear for student procedure, because it uses age appropriate vocabulary (eg. talk and write). However, we will review the meaning of illustrate prior to the lesson.
Guided Practice
vHow are the benefits of two or more educators maximized in the guided practice component?
The benefit of having more than one educator allows the teacher to give more individual attention to students and the instructor can be more actively involved in guiding students.
Agreed.
Closure
vAre students active in the closure component? What are students doing for closure?
Yes. Students are sharing their work and self-assessing using a rubric.
Agreed.
Reflection
vHow is the reflection component related to the learning objectives?
The reflection poses questions that tie back to the lesson's objectives. By having students place themselves in the story, they are able to take on the role of the character and the emotions.
Agreed.
vWhat are your other ideas for extensions to this lesson? Describe at least one.
1. Students can take a tour of the school.
2. Students write/draw their experiences. (Example they can write/draw about the nurse's office, gym, library, etc.)
These ideas are not related to the reading comprehension objective of making text-to-self connections. Extensions should always be related to the original learning objectives.
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
30 Possible Points
Plus Individual Reflection – 20 Possible Points – See the A.3.2 Rubric for details.